Analogy construction versus analogy solution, and their influence on transfer

This study compares transfer performed by subjects trained to solve verbal analogies, with transfer by subjects trained to construct them. The first group (n = 57) received instruction in a strategy to solve verbal analogies and the second group (n = 66) was trained in strategies for constructing such analogies. Before and after intervention, all subjects received three analogical tasks: verbal, figural and numerical. The success rate was measured by an effectiveness measure. Even though both interventions improved performance, the construction group scored higher results in the numerical and figural analogy tasks. Following Sternbergʹs “componential sub-theory of intelligence”, the constructorsʹ advantage is attributed primarily to higher-level activation of the three significant metacomponents: problem recognition, strategy planning and supervision in task performance.